1

Undergraduate Studies ePortfolio

Lori FlickPsychology, 2010

Personal Statement

Psychology has always been a fascinating subject to me for many years. My first exposure to psychology was nineteen years ago while still in high school and taking college classes. Every morning I would show up to class an hour early so that I could talk to my professor about psychology.

After graduating from high school, I put my educational aspirations on hold because I was pregnant with my first child. A year after my fourth child was born I went back to school to be a nurse’s aid. The medical field also greatly intrigues me. I began making plans and taking courses to become a registered nurse.

Life took another causing me to reject my seat in nursing school, and ultimately led me back to psychology. My oldest child was having learning problems, and was later diagnosed with Asperger’s Syndrome. Researching autism and learning disabilities became a large part of my life. This led me to declare my major as Psychology at Argosy University.

I still love studying medicine and have ambition to work with special needs children. I plan to seek a graduate degree in Occupational Therapy and I know that it will satisfy both desires.

Resume

Lori Flick2011 Canton Dr.

North Augusta, SC 29841803-634-1642

slflick2@yahoo.com

• Current Academic Achievements and Occupation• Bachelor of Arts in Psychology 2010 Argosy University.• Final GPA: 3.7• Currently home school teacher of four children at grade levels 9th,

8th, and 5th. Fourth grade science teacher in a home school cooperative.• Past Work and Educational Experience• Baker at New Life Natural Foods 2007-2008• Certified Nurse’s Aid, Kerr Business College, 2000• Certified Nurse’s Aid University Hospital 2000

 

Reflection

Learning Outcomes

Cognitive Abilities: Critical Thinking

Rating- Extensive Exposure

•Able to formulate reasoned opinions on a wide range of psychological perspectives and theories within written and oral presentations.

•In written and oral work able to assess a given topic from multiple perspectives and evaluate merit of each perspective.Able to systematically analyze and appraise the complexities of a given issue.

Cognitive Abilities:Information Literacy

Rating- Extensive Exposure

• Able to collect and arrange information from a variety of sources pertinent to a chosen topic, integrating reasoned appraisals of such information into the work of a project in psychology.

Research Skills:Understanding Research Methods

Rating- Extensive Exposure

• Able to correctly summarize the research design, statistical and other evaluative tools, and findings of articles.

• Able to use sound reasoning as a basis for criticizing the research results.

Learning Outcomes

Learning Outcomes

Communication SkillsOral

Rating- Significant Exposure

• Possesses significant ability in creating, organizing and delivering oral presentations.

• Exhibits the ability to identify basic/general levels of organization and clarity of presentations.

• Able to recognize higher levels of organization and clarity, exhibits the ability to identify, select and apply appropriate levels of presentation for specific audiences and /or is versed in correct usage of grammar and appropriate word selection.

Learning Outcomes

Communication Skills:Written

Rating- Extensive Exposure

• Exhibits the ability to develop and apply appropriate levels of conciseness and clarity in content, language use, grammar, organization using APA formatting.

• Exhibits the ability to develop, apply and defend a particular stance related to psychological concepts in written work.

Learning Outcomes

Ethics:Issues and Challenges

Rating- Extensive Exposure

• Effectively engages in ethical thinking and action, evidenced by the ability to articulate best-practices pertaining to case examples and/or other specific problems associated with the field.

• Recognizes more subtle breaches in ethical practices in psychology and can construct alternative analyses and choices of behaviors.

• Claims ownership over the prescribed ethical principles for the field, and works to promote ethical decision-making and activity accordingly.

Learning Outcomes

Diversity:Issues and Challenges

Rating- Extensive Exposure

• Exhibits an awareness of multicultural sensitivity, as evidenced by choosing psychological best-practices pertaining to issues presented in cases involving ethnic minorities and other diverse populations.

• Recognizes subtle forms of discrimination and prejudice within and around psychology and can effectively analyze alternative actions and choices of behaviors.

• Claims ownership over personal biases, and works to increase awareness and respect for diverse populations.

Learning Outcomes

Knowledge of PsychologyConcepts and Application

Rating- Significant Exposure

• Exhibits the ability to analyze and apply the major concepts, theoretical perspectives, empirical findings, applications and historical trends in a psychology or within a specific area of study in the field.

Knowledge of Applied PsychologyPsychology Principles

Rating- Extensive Exposure

• Provides comprehensive explanations that incorporate psychological principles, as well as, empirical data and best practices.

• Demonstrates the ability to use psychological principles in solving problems, explaining social issues, and dealing with everyday life situations.

Learning Outcomes

Interpersonal Effectiveness:Active Listening Communication Skills

Rating- Moderate exposure

• Demonstrates awareness of the importance of active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is appreciative of diversity and culture.

• Demonstrates awareness of the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.

• Is open to receiving feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.

• Demonstrates awareness of the impact of technological advances on communication within interpersonal and organizational relationships.

• Utilizes some effective communication and relationship skills in order to promote the growth of others and effect change.

Table of Contents

Cognitive Abilities: Critical Thinking and Information Literacy

Research SkillsCommunication Skills: Oral and WrittenEthics and Diversity AwarenessFoundations of PsychologyApplied PsychologyInterpersonal Effectiveness

Work Samples

Cognitive AbilitiesCritical Thinking and Information Literacy

Work Samples

The worldview of other ethnic minority women can pose a barrier to adequate and timely healthcare to prevent advanced diseases. It is important to note that there are cultures, such as the Muslim culture, in which men make medical decisions for their women. These men may disapprove of breast screenings or pelvic exams. Southeast Asian immigrant women are also known to not seek healthcare or screenings for a variety of reasons. Cultural attitudes, such as the belief that suffering is a part of life and one’s lifespan is predetermined, (Uba, 1992) presents a challenge to reaching out to these women and convincing them that screenings are a good idea. Also, unfamiliarity with American culture in general and what services are available can make healthcare inaccessible.

There are psychological and sociocultural barriers that are common among many ethnic minorities. Some of these barriers are poor health motivation, denial of personal risk, fatalism, mistrust of cancer treatments, and fear of becoming a burden on family members (Remennick, 2006). There are also structural and socioeconomic barriers such as poor health insurance, distance to medical facilities, inability to take time off from work, and trouble interacting with medical staff (Remennick, 2006). If women have transportation problems and not allowed time off then healthcare and certainly preventative healthcare, such as screenings becomes impossible. This is a big problem that society must address to help save the lives of women who are ethnically diverse. Culturally sensitive education as per culture should be devised and then used to reach minority and immigrant women. Remennick (2006) suggests specially tailoring educational programs that dispel cancer myths. It is also important to educate the men of some cultures. If men are making decisions about their wife’s and daughter’s healthcare, then they need to be educated in a way that is culturally relevant so they will make informed decisions.

ReferencesRemennick, L. (2006). The challenge of early breast cancer detection among immigrant and minority women in multicultural societies. Breast Journal, 12, 328-352 Retrieved November 16, 2009, from, http://web.ebsco.comUba, L. (1992). Cultural barriers to health care for southeast Asian refugees. Public Health Reports, 107 (5). 144-167 Retrieved November 16, 2009, from, http://web.ebsco.com.

Work Samples

Research Skills

Methods: Individuals being tested are matched with a cognitively normal counterpart in the population in

the various studies. Differences in scores will determine the depth of the cognitive deficits in the individuals with both ADHD and bipolar I disorder and cross examined with individuals without ADHD or bipolar I disorder.

Unobtrusive measures will be used to test the subjects for this study. The individuals who are represented in the studies are no longer present which indicates the use of unobtrusive measures (Shaughnessy, Zechmeister, & Zechmeister, 2009). This method will be used because the subjects have already participated in research studies. The data collected in each study will be reviewed along with the instruments that obtained the data.

The statistical test to be used to study the areas is the dependent samples t-test. The test is useful to study the variables because, “the same group is used twice within subjects design or when the two groups are related in some way matched (Argosy University, 2009).” What is being calculated and reviewed is the average of the differences between the scores. The scores are predicted to show the variance in cognitive function in those with and without cognitive impairments.

The individuals being tested are matched with a cognitively normal counterpart in the population in the various studies. The difference in scores will determine the depth of the cognitive deficits in the individuals with both ADHD and bipolar I disorder juxtaposed to those without ADHD or bipolar I disorder.

In the study involving SCIP-S, the test subjects were tested in an equivalent verbal learning test with immediate recall and a working memory test. Recall was measured by means of Pearson correlation coefficient (Guilera, et al., 2009). The SCIP-S was developed to offer a brief tool for the quantification of cognitive deficits in higher functioning psychiatric patients (Guilera et al., 2009). In the study Can bipolar disorder-specific neuropsychological impairments be identified, (Henin et.al., 2007) the method for statistical analysis linear regression was used. The linear regression was used to ascertain the impact of mania on neuropsychological functioning. It is also noted that the confounding variables of age, and sex were accounted for and measures were used to correct for these variables.

Work Samples

In the study involving the test instrument Integrative Family and Systems Treatment (IFAST), the statistical measure used is paired-sample t-tests. The t-tests were used to examine the within- subject changes from pre- to post-treatment. Another measure that is used to analyze data collected by IFAST is the Wilcoxon signed-rank tests to assess the within-subjects changes. Linear regression is also used to account for test subjects who did not complete the program. The linear regression was used to predict the outcome of the subjects had they completed the program.

ReferencesArgosy University. (2009). Retrieved October 3, 2009, from, http://myeclassonline.comGuilera, G., Pino, O., Gomez-Benito, J., Rojo, E., Vieta, E., Tabares-Seisdedos, R., Segarra, N., Martinez-Aran, A., Franco, M., Cuesta, M.J., Crespo-Facorro, B., Bernardo, M., Purdon, S.E., Diez, T., Rejas, J. (2009). Clinical usefulness of the screen for cognitive impairment in psychiatry (SCIP-S) scale in patients with type I bipolar disorder. Health and Quality of Life Outcomes, 7. 1-10. Retrieved October 2, 2009, from, EBSCO.Henin, A., M., E., Biederman, J., Fried, R., Wozniak, J., Faraone, S., et al. (2007, April). Can bipolar disorder-specific neuropsychological impairments in children be identified?. Journal of Consulting and Clinical Psychology, 75(2), 210-220. Retrieved September 19, 2009, doi:10.1037/0022-006X.75.2.210Shaughnessy, J.J., Zechmeister, E.B., Zechmeister, J.S. (2009). Research methods in psychology. (8th ed.). Boston, MA: McGraw-Hill Higher Education.

Work Samples

Communication SkillsWritten and Oral

Work Samples

Men, coming to your place of employment, college, and local sporting events!Due to the Equality Act of 2006, doctors and practitioners must provide equal care and

focus to men. (Robinson, 2009) Doctors and men’s health experts agree that men and the healthcare system have a problem. They are calling on men to collaborate with them to provide the solution. The main problems are: men do not have time to attend to their healthcare and the experts are needing men’s involvement in spreading the word about the importance of men’s healthcare.

Facts Men Should Know About Their Health:The biggest killers of men of all ages are heart attacks, lung cancer, prostate cancer, and

colon cancer. (Robinson, 2009)Men seldom use the healthcare system until they become ill. (Brannon, 2008)Avoidance of routine preventative care can result in serious health problems. (Brannon)

Remember, a lack of symptoms does not always equal good health. (Brannon)The data show that men develop a whole range of cancers earlier than women and also

die from them sooner. (Robinson)Prostate cancer kills as many men as breast cancer kills women. (American Cancer

Society, 2006; Brannon) ReferencesBrannon, L. (2008). Gender: Psychological perspectives. (5th ed.). Boston, MA: PearsonRobinson, F. (2009). “Men’s Health Issues that need to be addressed.” Practice Nurse, 37 (4). Retrieved on December 10, 2009, from, http://web.ebscohost.com/ehost.

Work Samples

Ethics and Diversity Awareness

Work Samples

Ensuring ethical treatment of participants in a psychological study is partly accomplished by informed consent. Informed consent is informing participants of the terms and risks of participating in a research study in an appropriately understandable form. It is also imperative to follow ethical guidelines for research that are enforced by Institutional Review Boards (IRBs) which are governed by the American Psychological Association (APA). Careful adherence to guidelines is especially needed when using children as participants in research. Children are considered a vulnerable population. This means that Rafael should be careful to word the informed consent in a way that will be understandable to the children participating in the research. “It is imperative to demonstrate that the person’s informed consent is made with understanding (Argosy University, 2009).” One of the main elements that will need to be clear in the informed consent is the protection of the well-being of the participants (Argosy University, 2009). Another element of importance is clear evidence that any risk is outweighed by the potential benefits of the study (Argosy University, 2009).

Rafael may meet with resistance from parents who think that having their children in the study is too risky. If this case presents itself then he should list the criteria that the study must meet in order to be approved for testing. Rafael could state that IRBs review the proposed study before the study can even take place. The IRB ensures that the study and researchers adhere to federal regulations that protect the participants (Argosy University, 2009). It may be helpful to mention the consequences of not following ethical research protocol. “Conducting research without the IRB’s approval is a serious offense, and a school or hospital can lose its accreditation or license (Argosy University, 2009).”

Rafael can add another safeguard specifically for children that may be enticing to parents. “A trusted friend of the participant may be present during the treatment, or the researcher may be required to have a licensed clinical psychologist available to the participant should services be required (Argosy University, 2009).” This addition to the informed consent may further ease a parent’s concerns about participating in research.

ReferenceArgosy University. (2009). PSY 302 Research Methods online lecture. Retrieved October 10, 2009, from http://myeclassonline.com.

Work Samples

Knowledge of Psychology

Work Samples

A question Maria can ask to understand classical conditioning reasons for the boys behavior is: “What unconditioned or conditioned stimulus is causing the unconditioned or conditioned response?” When the sources and associations of the conditioned stimuli and responses are identified then a strategy to limit the effects of the stimuli can be constructed. Maria talks with Joseph and asks him why he reacted the way he did to Jamal. Joseph tells Maria that he did not like Jamal's look toward him so he wanted to make sure that Jamal would know how much the 'look' displeased him. Conditioning happens when a conditioned stimulus (CS) is presented and then a short time later an unconditioned stimulus (US) is presented and an association is created between the CS and US. (Terry, 2006) Maria identifies the CS as aggressive behavior toward Joseph and most likely previous negative interactions with Jamal and other peers. The US is identified as Jamal's 'look' toward Joseph. Joseph made an association between aggressive behavior and Jamal's 'look.'The conditioned response (CR) that first disrupted the class is Joseph loudly expressing his perception of Jamal's 'look.' When Joseph and Jamal react by shoving each other, this is identified as the unconditioned response. (UR) Most likely Joseph has had sharp words with either Jamal or other peers before. This is evident due to the intensity of the interaction. Most children do not react violently because of a 'look' unless they have received a 'look' or endured negative social interactions before. Maria decides the best way to deal with this situation is to overcome the generalization to CS's. Generalization is, “ other stimuli that are similar to the CS will also evoke a conditioned response.” (Terry, 2006, p. 62) Joseph likely thought that Jamal's 'look' was similar to other negative peer interactions and so reacted with his usual CR. Jamal may not have been giving Joseph a look that was like other CS's. Joseph needs to be conditioned to discriminate. Maria can help Joseph learn to react differently to his peers by demonstrating to him different examples of positive and negative peer interactions. Maria could point out times that Joseph had reacted in a positive way to resolve issues with his peers. This is labeled as CS+. Then Maria could point out times when Joseph reacted in a negative way toward peers (CS -).

Work Samples

This may take more than one training session, but over time Joseph may adapt to using CS+ more often. Jamal may need the same intervention because he resorted to shoving too quickly to solve the issue. Maria will likely need to keep talking with both boys after other situations with each other or other peers. The hope is that by conditioning both boys to use CS+ then they are less likely to use CS- to resolve negative peer interactions.Operant conditioning is another construct that can explain why Joseph and Jamal behaved negatively toward each other and how both can learn to resolve problems in a constructive manner. Self behavior modification attempts to deal with habits that are hard to break and increase behaviors that are good. (Terry, 2006) Joseph and Jamal need to learn to control aggression. Maria wonders how Joseph and Jamal developed aggression toward each other and likely others. “Bad behaviors are probably reinforced, or rewarded by some positive outcome that followed.” (Terry, 2006, p. 90) Joseph felt bad about Jamal's look. When Joseph calls Jamal a 'dummy,' then Jamal likely feels bad. Joseph is 'rewarded' by seeing that he has made Jamal upset. Jamal feels rewarded because he successfully displays his displeasure of being called, 'dummy' by shoving Joseph. What else is driving Joseph and Jamal's behavior? “Drive can be described as a motivational need or desire for a given reinforcer.” (Terry, 2006, p. 98) Joseph and Jamal have a primary motivation to protect themselves. If either boy feels threatened then they will respond in whatever way they have been conditioned to confront the threat.

Work Samples

Another primary need that fuels drive is the need for social approval. (Terry, 2006) Social drives are inherent in humans and social approval “has been paired with primary reinforcers such as food and protection from danger.” (Terry, 2006, p. 103) This is good news for Maria as she contemplates how to apply operant learning techniques to help the boys learn better problem solving skills.Maria can capitalize on the boys' need for social approval. If protection factors stimulated the boys drive to ask aggressively toward each other, then finding a stimuli that reduces the drive to be aggressive. Maria can use social reinforcement to fuel the boys' drive for approval. “Praise, attention, physical contact, and facial expressions given by parents, teachers, or peers can exert considerable control over behavior.” (Terry, 2006, p. 102)

ReferenceTerry, W.S. (2006). Learning and memory: Basic principles, processes and

procedures. (3rd ed.). Boston, MA: Pearson.

Work Samples

Knowledge of Applied Psychology

Work Samples

The intake interview with Peter was conducted in a structured but short amount of time due to a medical appointment. The Mini-Mental Status Examination was administered and a psychosocial history was taken during the interview. Other assessment tools will be administered in the future, such as The Stages of Change Readiness and Treatment Eagerness Scale (SOCRATES). A continuity of care plan is necessary to develop to help Peter toward recovery from substance abuse.Peter made some statements that indicate need for continuity of care. It is important to give Peter “a structured system of care designed to provide comprehensive assessment and treatment services (Argosy University, 2009),” to him appropriate to his needs (Argosy University, 2009). The following statements noted in the intake interview indicate Peter’s need for care provided by the same counseling and medical services: “Do you think I should ask that doctor for more Demerol? I know she is good for it.”, and “My roommates and lovers really need me at home, and I need them, too!” These statements demonstrate Peter’s need for psychosocial stability. It is important that only one doctor be in charge of his medical treatment so that he is not overprescribed any drugs that have a high potential for abuse. A diagnosis should be made after administering the Michigan Alcoholism Screening Test (MAST) and the Drug Use Questionnaire (DAST-20). These assessment tools will be helpful in ascertaining the height and depth of Peter’s drinking and drug use problems (Stevens & Smith, 2009). Statements such as: “When I get up, I can’t tell if I am “HIV-sick” or am having withdrawals.”, and “I don’t

Work Samples

know if I can live without drugs. They really do help me you know, in my had and my body.” gives cause for concern of a drug addiction and/or dependence diagnosis.Peter is still in denial about how drugs and alcohol are impacting his life. The statement: “Well, at least I am not strung out on the drugs,” is an attempt to minimize his drug abuse. Minimization is part of denial (Steven & Smith, 2009). Peter is also in some denial over his HIV diagnosis when he states, “Boy I never thought I would be this sick!” He is not realizing the full impact of HIV in his life. This shows that Peter needs to have consistent counseling and medical care.Peter sees part of his life as being positive, but may have a hard time continuing it with his diagnoses. He states: “One neat thing about my life is the kids I babysit for. They really love me.” Counseling may help Peter gain perspective on all parts of his life, both good and bad.

If Peter is unable to continue babysitting then helping him continue to access disability is important. Peter is concerned that he will not be able to make enough money for himself and his addiction when he says, “This disability income is just not enough to support me, but I don’t think I want to hustle anymore.” Peter should be in a restrictive environment during treatment so that he does not hustle or engage in further drug use.

Peter is a candidate for detoxification and stabilization. A gradual tapering off of the drugs he currently abuses in a restrictive but safe and nurturing environment is advisable (Stevens & Smith, 2009). Peter needs to be protected from himself and others who abuse drugs, namely his current roommates. Educating and counseling Peter about his addictions and his HIV status should be part of Peter’s treatment plan.

Through the treatment plan Peter should be able to detoxify and be given coping skills through counseling. If Peter cooperates with the treatment plan he will likely recover from substance abuse and be educated on how to manage his illness and other parts of his life.

References:Argosy University. (2009). Substance Abuse Counseling I Online Lecture. Retrieved July 10, 2009, from, http://myeclassonline.com.Stevens, P., Smith, R.L. (2009). Substance abuse counseling: Theory and practice. (4th ed.). Upper Saddle River, NJ: Pearson.

Work Samples

Interpersonal EffectivenessActive Listening Communication

Work Samples

Peter would greatly benefit from a group that focuses on Yalom’s therapeutic factors. “The curative or therapeutic factors are cultivated intentionally in group psychotherapy, conducted by a professional leader in pursuit of individualized and shared goals for group members (Stevens & Smith, 2009).” These factors include: interpersonal input, catharsis, cohesiveness, and insight (Stevens & Smith, 2009). Each of these factors would help Peter become and maintain sobriety.

The first point of Yalom’s therapeutic factors is interpersonal input. Peter needs to be confronted in a caring and supportive manner with his erroneous beliefs about himself and the world around him. It is important to demonstrate to Peter that he can seek medical and psychological treatment.

Connecting Peter to the appropriate services to help him with his addictions, health, and legal help should make a difference in Peter’s current perception of his worldview, which is that the government is undermining his health due to his sexual orientation. This reality will provide a corrective feedback and reinforcement of new behaviors (Stevens & Smith, 2009). Other members of the group who are farther into the therapeutic factors should be able to give Peter new found hope for him and his situation.

Catharsis is the therapeutic factor that will bring Peter, “the release of genuine emotions, classically viewed as repressed from conscious awareness by ego defense mechanisms (Freud, 1966; Yalom, 1975; Stevens & Smith, 2009).” The way in which he will find release is through sharing his pain and shame of the past and present with a nonjudgmental group (Stevens & Smith, 2009). Peter will likely have a “’corrective emotional experience’ in which habitual cognition and repetitive behavior patterns are disrupted, providing opportunities for acquisition of new thoughts and behaviors (Alexander & French, 1946; Stevens & Smith, 2009).” Peter has many experiences from his past and present that catharsis in a group setting will help him wade through his emotions of such events.

Work Samples

Group cohesiveness will also be therapeutic for Peter because he feels alone in his current struggle with substance abuse and his HIV status. It may take time for Peter to become truly part of the group (Stevens & Smith, 2009). Once Peter is part of the group’s cohesiveness then he will be able to share his emotions, especially anger, in the group. Peter needs to be able to share his anger in a safe and supportive environment so that the negative affects of anger can subside (Stevens & Smith, 2009).

If Peter becomes a contributing member of the group then insight or self-understanding will naturally follow. The insight gained after being part of a group that shares interpersonal input, catharsis, and cohesiveness will help Peter “gain sufficient insight to make meaningful changes in thoughts, feelings, and actions (Stevens & Smith, 2009).”

Through being part of a supportive and understanding group, Peter will have the emotional and practical tools to make the necessary changes in his life toward health and tranquility. Group interaction will create for Peter a climate for growth and much needed change (Stevens & Smith, 2009).

ReferenceStevens, P., Smith, R.L. (2009). Substance abuse counseling: Theory and practice. (4th ed.). Upper Saddle River, NJ: Pearson.

Critical Thinking

My Future in Learning

Learning is a lifelong process. How do you envision your future as a lifelong learner?

Attending Argosy University has helped me along my journey as a life-long learner. I have significantly improved my writing and research skills and of course my knowledge of psychology. I am also inspired to continue learning in each of these areas. I hope I will always bear in mind that learning is a life-long process. It is important to keep an open mind and heart in every professional and educational endeavor. There is always more to learn. I am a firm believer in the idea thatsomething can be learned from every person that crosses my path. It is my hope that I will always be open to the lesson.

Contact Me

Thank you for viewing my ePortfolio.

For further information, please contact me at the e-

mail address below. slflick2@yahoo.com